Browsing by Author "ADEDIGBA, Olabisi"
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Item ADOPTING EVIDENCE-BASED CHILD RIGHTS AWARENESS STRATEGIES: MOVING FROM MIRAGE TO REALITY IN CHILD RIGHTS IMPLEMENTATION IN NIGERIA(LASU 7TH International Conference Proceedings, Faculty of Education, Lagos State University (LASU), 2022) ADEDIGBA, OlabisiNigeria has ratified and domesticated the United Nations Convention on the Rights of the Child, but the protection of children's rights still remains poor as millions of children suffer from various forms of abuse day in day out. One of the key issues linked to child rights abuse in Nigeria is lack of awareness of children's rights. Before child rights can be embraced, they must first be publicised. Information on child rights has not been sufficiently disseminated to children and parents in Nigeria, according to the literature. Among the numerous steps that should be taken to advance children's rights, raising awareness is clearly the most important. As a result, this paper presents several strategies that have been empirically proven to be helpful in raising awareness among various stakeholders in other countries. It begins by identifying children as vulnerable individuals with rights, outlines several laws safeguarding them, with a focus on the United Nations Conventions on the Rights of the Child (UNCRC), 1989 and Child Rights Acts, 2003. Several incidences of child rights abuse in Nigeria are also reported. Likewise, the paper emphasizes the importance of raising awareness in the realization of children's rights and describes various strategies used in many nations of the world to raise awareness of child rights protection, with a focus on creative strategies. It concludes by emphasizing that failing to protect children's rights has a number of long-term consequences, and that one of the most effective ways to move from just passing laws to actual implementation is to use effective awareness strategies such as creative arts to promote child rights among the children, stakeholders and the general publicItem APPRAISAL OF PARENTS’ VIEWS AND SUPERVISION OF THEIR CHILDREN’S USE OF INFORMATION AND COMMUNICATION TECHNOLOGY(Faculty of Science and Education, Federal University, Dutsin-Ma, Kastina, 2016-07) ADEDIGBA, OlabisiThis research investigated the parents’ views and supervision of their children’s use of information and communication technology. Descriptive research design of survey type was adopted for this study. 400 parents were randomly sampled and Parents’ Views and Supervision of Children’s Use of ICT Questionnaires (r=0.86) and (r=0.82) respectively were used to collect data for the study. Data collected were analyzed using simple percentages and Chi-Square. The result revealed that some parents’ views of their children’s use of ICT are not right which subsequently affect their involvement in supervision of their children’s use of ICT. Recommendations were thus offered that schools and other stakeholders should educate parents on children’s proper utilization of ICT and parents are also urged to maintain adequate supervision on their children’s use of ICT.Item ASSESSING THE PHYSICAL AND SOCIAL CLIMATE OF EARLY CHILDHOOD EDUCATION LEARNING ENVIRONMENT IN KWARA STATE, NIGERIA(ASSOCIATION OF EDUCATIONAL RESEARCHERS AND EVALUATORS OF NIGERIA (ASSEREN), 2015-07) ADEDIGBA, OlabisiA child’s learning environment is a useful tool toward the effective learning and development of the child and it should be considered in its physical and social parts. Hence, the paper assessed the physical and social climate of early childhood education learning environment in Kwara State. Descriptive survey design was adopted for the study. One hundred and fifty (150) early childhood schools were selected from the sixteen Local Government Areas of Kwara State. Two research questions were raised and answered and two hypotheses tested at 0.05 level of significance. Early Childhood Education Learning Environment Checklist-ECELEC (r=0.78) was used for data collection. Data were analysed using descriptive statistic and t-test statistic. The result showed that the quality of physical and social climate of learning environment of childhood schools in Kwara State was poor and there was significant difference between public and private schools in terms of qualities in childhood learning environment. Recommendation was made that the stakeholders especially, government owned schools should improve on the quality of both social and physical climate of early childhood schools to allow children grow optimally.Item ASSESSMENT OF CHILDREN’S LEARNING AND DEVELOPMENT(Ekiti State University, 2017) ADEDIGBA, OlabisiVery limited teacher preparation programmes offer a course devoted to assessment in early childhood despite the fact that it is at the heart of teaching and learning and the development of a child. The traditional and of course the commonest method of assessment included in teacher preparation curriculum dealt so much with tests and examination or standardized tests which cannot measure all the aspects of children’s development. Teachers and future teachers of young children need good knowledge of authentic assessment and documentation methods in order to have a comprehensive assessment from a developmental perspective. This article therefore, will introduce child educators to what assessment in childhood education is, furnish them with essential roles of assessment and criteria of quality and meaningful assessment. It will also describe an appropriate assessment system for young children. Most importantly, it will familiarize them with a variety of assessment strategies and methods available in early childhood and primary educationItem CHILDHOOD EDUCATION TEACHER TRAINING AND TEACHING OF SCIENCE AND MATHEMATICS: IMPLICATIONS FOR NIGERIAN TEACHER EDUCATION(Early Childhood Association of Nigeria, 2019) ADEDIGBA, Olabisi; OLOFINTOYE, Blessing OlubunmiThe National Policy on Education recommended that teachers be trained in Early Childhood and Primary Education (Childhood Education) to ensure that pupils are handled by the specialists in the field. The expectation here is that every teacher who is specially trained for this purpose should be able to teach all subjects. successfully. Can this be totally realised .if the teachers' competence in teaching of Science and Mathematics is to be measured? Can we boldly say the trainee teachers do receive a substantive content knowledge of the subjects with their pedagogical knowledge which is the dominant feature of most of ECE and primary curriculum the authors reviewed? Is taking the courses as minors/teaching subjects sufficient to train teachers in Science and Mathematics needed to lay a solid foundation for science and technology at elementary level? Are curriculums of teacher education in ECE and primary education rich in Science and Mathematics content? Answers to these pertinent questions all have implications for teacher education. Therefore, this paper highlights the role of Teacher Education (TE), discusses the importance of teaching Science and Mathematics in childhood education and the competence of teachers of these subjects. It also identifies some problems related to the training of childhood teachers and the teaching of Science and Mathematics and offers suggestions on how teacher preparation for early childhood and primary education can be improved for effective teaching and learning of Science and Mathematics at early years and basic education.Item CORRELATES OF PARENTAL INVOLVEMENT AND PUPILS’ ACADEMIC ACHIEVEMENT IN LITERACY AND NUMERACY IN KWARA STATE(Department of Adult and Primary Education, University of Ilorin, 2017) ADEDIGBA, Olabisi; IMAM, Halimat TitilopeThis study determined the correlation between parental involvement and pupils’ academic achievement in literacy and numeracy in Ilorin Metropolis of Kwara State. The correlational survey design was adopted for the study. Three null hypotheses were tested. Three hundred primary five pupils were randomly selected from ten public and private schools in Ilorin Metropolis. Two instruments were developed by the researchers; Parental Involvement Questionnaire (0.86) and Proforma on Numeracy and Literacy were used for data collection. Data collected were analyzed using Pearson Product Moment Correlation and ANOVA. Findings showed positive and significant relationship between parental involvement and academic achievement of pupils in numeracy and literacy (r = .669 and r = .592). Based on the findings, it was recommended that schools should strategize on how they can facilitate better partnerships between schools and parents to enable parents play more active roles in their children’s education. Also, that government and policy makers should exploit parental involvement as an initiative to improve pupils’ achievement particularly in numeracy and literacy by making policies that will further encourage and strengthen parental involvement in children’s education.Item EFFECT OF PHONOLOGICAL AWARENESS STRATEGY ON PUPILS’ LEARNING OUTCOME IN READING IN ADO-EKITI LOCAL GOVERNMENT AREA, EKITI STATE(Unilorin Journal of Lifelong Education, Published by Department of Adult and Primary Education, University of Ilorin, 2020) AJAYI, Olumuyiwa A.; ADEDIGBA, OlabisiThis study investigated the effect of phonological awareness strategy on pupils’ learning outcome in reading. Pretest posttest control group quasi-experimental design was employed in the study. The population for the study consisted of all pupils in Ado-Ekiti Local Government Area of Ekiti State. The sample size was 87 primary three pupils drawn from four schools through multistage sampling techniques. Data were collected using Reading Proficiency Test with reliability coefficient of 0.77. Phonological Awareness Instructional Guide and Conventional Instructional Guide were used to teach the pupils in the experimental group and control groups respectively. The data collected were analyzed using Analysis of Covariance, Bonferroni’s Post Hoc Pairwise Comparison and estimated marginal means within the Groups. All hypotheses were tested at 0.05 level of significance. The result showed that there was significant main effect of treatment on pupils’ learning outcome in reading (F (1; 79) = 241.899, P < 0.05). The study concluded that phonological awareness strategy could be used to effectively improve primary school pupils’ proficiency in reading. It was recommended that phonological awareness strategy should be employed in teaching pupils in the classroom to improve pupils’ learning outcome in reading.Item EFFECTIVE LEADERSHIP AND MANAGEMENT IN CHILDHOOD CARE AND EDUCATION (CCE) SERVICES(Counselling and Career Services Centre (CCSC), Kwara State University, Malete, 2019) ADEDIGBA, OlabisiItem EFFECTIVE LEADERSHIP AND MANAGEMENT IN CHILDHOOD CARE AND EDUCATION (CCE) SERVICES(Department of Early Childhood and Educational Foundations, University of Ibadan, 2019) ADEDIGBA, OlabisiChildhood is a crucial stage of life in terms of a child’s physical, intellectual, emotional and social development. This is the time children mainly need high quality individual care and learning experiences. The leaders and managers of childhood care, education and services have important and challenging roles to meet the need of every child. Their styles and characteristics are central to their success in driving change and improvement in the field of childhood care and services. There should be significant changes to the way in which children’s services are planned and delivered if these institutions are to bring about products for children. Hence, the managers of childhood services need to be more acquainted with what is effective leadership and what skills, knowledge and behaviours are required to influence and shape the practice for the best outcomes for our children and for national development. The aim of this paper was to discuss the concept of leadership in childhood care and education, the need for and characteristics of successful leadership in childhood education. It also highlighted some barriers to effective leadership and offered insight to how leadership and management can be operational in childhood education. The paper concluded by offering suggestion that there should be a framework to guide leadership roles and management in childhood education centres and schools. More courses on management and leadership in childhood education should be included into the curriculum programme for the training of childhood education practitioners. Not only these, reflective and professional development programme should be encouraged for better practice and quality services that childhood education needs to play its undeniable roles in achieving sustainable developmentItem Efficacy of Literature-based Instructional Strategies on Pupils' Attitude to Child Rights in Kwara State, Nigeria(African Journal of Interdisciplinary Studies, 2016-12) ADEDIGBA, Olabisi; ODINKO, Monica NThis study investigated the efficacy of literature-based instructional strategies on pupils’ attitude to child rights in Kwara State, Nigeria. Pretest-posttest control group, quasi-experimental design with a 4x2x2 factorial matrix was used. Kwara Central senatorial district was purposively selected because of the rampant incidence of child rights abuse observed in the district. Simple random sampling was used to select four Local Government Areas (LGA) and eight primary schools (2 from each LGA, four urban and four rural locations) to participate. From each selected school, an intact class of primary four pupils was used, making a total of 325 pupils. The pupils were randomly put into four groups (Drama-Based Instructional Strategy (91); Prose-Based Instructional Strategy (96); Poetry Song-Based Instructional Strategy and a control group (69). Pupils' Attitude to Child Rights Questionnaires (r=0.85) were used for data collection. Data were analysed using descriptive statistic and Analysis of Covariance at 0.05 level of significance. Treatment had significant main effect on pupils’ attitude to child rights. Hence, stakeholders in child rights protection and child educators could adopt these strategies to positively change pupils’ attitude to child rights.Item EMOTIONAL INTELLIGENCE AS CORRELATES OF ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MORO LOCAL GOVERNMENT AREA OF KWARA STETE, NIGERIA(College of Education, Kwara State University, Malete, 2014) SAADU, Usman Tunde; ADEDIGBA, OlabisiThe study investigated the relationship that exists between emotional intelligence and academic performance of secondary school students on the basis of gender in Moro Local Government Area of Kwara State. Descriptive design survey was adopted for the study. Simple random technique was employed to select 330 respondents across the secondary schools in the local government. To obtain data from the respondents, Emotional Intelligence Scale (EIC) adapted from Bar-on (1977) was used while proforma was used to obtain students’ scores in Mathematics and English Language at Junior secondary school certificate examination to measure students’ academic performance. Two hypotheses were postulated and tested using Pearson Product Moment Correlation all at alpha level of 0.05 significance. The results of the study showed that students with high level of emotional intelligence performed better academically than students with average and low level of emotional intelligence. Also, female students were found to have higher emotional intelligence than the female students which determines their academic performance. In the light of these findings, the researchers recommended that skills that will enhance high level of emotional intelligence should be inculcated into the students by teaching topics related to emotional intelligence such as emotional skills right from the primary school level to tertiary institution. Enabling environment should also be provided for students to give room for interaction among themItem Enhancing numeracy instruction through games in pre-primary classrooms(Journal Of Teaching And Learning In Elementary Education, 2023) ADEDIGBA, OlabisiThe enormous importance of numeracy skill to pre-primary school children has tasked teachers with the burden of imparting the skill in an effective manner. Despite the fact that literature has documented the effectiveness of games approach in children instruction, to some, use of game is disruptive to actual learning. This necessitates more experimental studies to further clear ambiguities about the use of games in pre-primary classrooms. This study examined the impact of games on pre-primary children’s interest and performance in numeracy. A pretest-posttest, control group, quasi-experimental was adopted. Fifty Nursery Two pupils were randomly assigned to treatment and control groups. The instruments used were Pre-primary Children’s Numeracy Achievement Test (r=0.86) and Pupils’ Interest in Numeracy Scale (r=0.81). The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post Hoc Pairwise Comparison. Results indicated that games method was effective on pre-primary children’s learning of numeracy (F (1, 42) = 373.502; P <0.05) and also increased their interest in numeracy instruction (F (1, 42) = 9.773; P < 0.05). Based on these findings, recommendations were made that teachers, parents and curriculum developers should encourage the use of games method to improve numeracy instruction in pre-primary educationItem EVALUATING TEACHERS’ KNOWLEDGE AND USE OF MOTHER TONGUE AS A MEDIUM OF INSTRUCTION IN LOWER PRIMARY SCHOOLS IN ILORIN METROPOLIS(Primary and Tertiary Teacher Education Association of Nigeria (PATTEAN), 2016) ADEDIGBA, Olabisi; ABDULLAHI, Baba AlhassanThere is abundant evidence that educating children in the mother tongue has a lot of advantages both for the children and the society. In recognition of this, the National Policy on Education stipulated that primary school children should be taught in their mother tongue (MT) in the first three years. There is need to examine how this policy has been implemented in our schools. So, the study investigated teachers’ knowledge and use of MT as a medium of instruction in lower primary schools in Ilorin Metropolis. A survey design was adopted and simple random sampling technique was used to select 40 schools and 400 teachers of lower primary schools in Ilorin metropolis, Kwara State. Teachers’ Knowledge of Mother Tongue Questionnaire (r=0.76) and Teachers’ Use of Mother Tongue Questionnaire (r=0.83) were used to collect data for the study. Data generated were analysed using descriptive statistics and t-test at p<0.05 significant level. Results revealed that teachers’ knowledge of MT is low and they do not use MT as a medium of instruction. It was recommended that government should take a drastic step to revisit and enforce her policy on MT as a language of instruction in our schools.Item AN EXPLORATION INTO PUPILS’ EXPOSURE TO MODERN TECHNOLOGY AND THEIR SOCIAL BEHAVIOUR IN ILORIN METROPOLIS(Centrepoint Journal (Humanities), 2017) ADEDIGBA, Olabisi; AKANDE, SamuelThe study explored influence of pupils‟ exposure to Modern Technology (MT) on their social behaviour in Ilorin Metropolis. The research adopted descriptive survey design. The population for this study was all primary five pupils in Ilorin Metropolis. Simple random sampling was used to select participants for the study. A total of 260 primary five pupils participated in this study. Two instruments were designed and used for data collection in this study. These were Pupils‟ Exposure to Modern Technology Questionnaire-PEMTQ (r=0.86) and Pupils‟ Social Behaviour Questionnaire-(PSBQ) (r=0.76). Data obtained were analysed using frequencies, percentages, Pearson Product Moment Correlation and t-test analysis. The results revealed that majority of children have access and exposure to MT. Also, pupils‟ exposure to MT has both positive and an overwhelming negative influence on their social behaviour (r = .102; P < 0.05). Male pupils are more exposed to modern technology than their female counterparts but there was no significant difference in the pupils‟ social behaviour based on gender. Based on the findings of this study, recommendations were made that children should not be denied access to modern technology tools but they should be closely monitored to make appropriate use of it so as to evade the risk of negative behaviours among pupils.Item EXPLORATION OF PARENTS’ AND TEACHERS’ PROTECTION OF CHILD RIGHTS AND THEIR AWARENESS OF CHILD RIGHTS ACT 2003 IN OYO STATE, NIGERIA(Department of Educational Foundations, Faculty of Education, University of Ilorin, 2019-01) ADEDIGBA, OlabisiThe study investigated parents’ and teachers’ protection of child rights and their awareness of Child Rights Acts 2003. A descriptive survey research design was adopted for the study. All parents and teachers in Oyo State constituted the population for this study. Two hundred parents and two hundred teachers were randomly selected from five Local Government Areas of Oyo State, Nigeria. The total of respondents in the study was four hundred. Four research questions were raised and answered while two hypotheses were tested at 0.05 level of significance. Four researchers’ designed instruments were used to gather data for the study; namely, ‘Parents’ Protection of Child Rights (r=0.89), Parents’ Awareness of Child Rights Acts 2003 (0.82), Teachers’’ Protection of Child Rights (r=0.86) and Teachers’ Awareness of Child Rights Acts 2003 (0.81). Data collected were analyzed using descriptive statistics of frequency counts, percentage mean and t-test analysis. The study found low level of awareness of protection of child rights and awareness of Child Rights Acts 2003 among parents and teachers. Based on the findings, the study recommended that measures and strategies be put in place by all stakeholders to increase awareness of child rights and also ensure high priority to their protection among all parents, teachers and all custodians of children. Government Non-Governmental agencies should make adequate steps to enlighten people that every child has rights that must be protected for its optimum development.Item EXPLORING STRATEGIES ON CONFLICT RESOLUTION SKILLS IN EARLY CHILDHOOD CLASSROOM SETTINGS(Department of Early Childhood and Primary Education, Kwara State University, Malete, 2012) AINA, Olaiya; SULAIMON, Folasade, R.; ADEDIGBA, Olabisi; AGARRY, Rachael O.The purpose of this paper is to explore the ways educators can teach problem-solving skills in early childhood settings by helping the children implement effective conflict resolution strategies when conflicts arise. Little attention has been given to conflict resolution in preschools. This paper explores the types of conflict resolution strategies used and thought were effective in early childhood classrooms. This paper provides schools and parents with information, suggestions, and activities that can increase awareness of the nature of conflicts, conflict-resolution strategies, and management of conflict and crisis situations. It focuses on developing a positive school climate that enhances intergroup relationships, encourages proactive recognition of potential problems, and provides suggestions for management of conflicts among children.Item THE INFLUENCE OF AESTHETIC SCHOOL ENVIRONMENT ON CHILDREN’S MOTIVATION FOR LEARNING AND SCHOOL ATTENDANCE IN ILORIN METROPOLIS(Early Childhood Association of Nigeria (ECAN), 2016-08) ADEDIGBA, OlabisiYoung children respond differently based on the nature of the environment in which they live. An effectively designed classroom has the potential for positively influencing all areas of children's development: physical, social /emotional, and cognitive. The study examined the influence of aesthetic school environment on children’s motivation for learning and school attendance in Ilorin Metropolis. This study adopted descriptive survey design. Three Local Government Areas in Ilorin were used for the study. Purposive sampling technique was used to select five aesthetically rich schools and five aesthetically poor schools also in the LGAs. All the primary one classes in each of the ten schools were used for the study. Rating scale of Children Motivation for Learning and a proforma for school attendance were used to collect data for the study. The data collected were analysed using t-test statistics, the two hypotheses tested at 0.05 level of significance. The result revealed a significant difference in motivation for learning and school attendance of children from aesthetically poor and aesthetically rich schools. Based on these findings, recommendations were made on the need for every stakeholder to provide an aesthetically rich learning environment for children to enhance effective teaching and learning in early childhood education.Item Influence of Pre-School Education Environment on Children Socio-Emotional Developmental Skill in Dutsin-Ma Local Government Area of Katsina State, Nigeria(Journal of Educational Research, Faculty of Education, Federal University, Dutsima, Katsina State, 2019) ABUBAKAR, Abdullahi; ADEDIGBA, Olabisi; ABU, AbubakarThe study investigated the influence of pre-school education environment on children socioemotional developmental skill in Dutsin-Ma Local Government Area. Descriptive survey research design was employed. The sample size consisted of 25 pre-school centres and 250 pre-school children who were selected through simple random sampling technique. Pre-School Education Quality Rating Scale (PEQRS) and Children' Socio-emotional. Developmental Skill Rating Scale (CSEDSRS) were usedfor data collection. The reliability of PEQRS and CSEDSRS were determined through test-re-test using Pearson's Product Moment Correlation (PPMC) yielding reliability index of 0.74 and 0.77 respectively. Research question was analysed usingfrequency, mean and percentage. The hypotheses were tested using inferential statistics of linear regression and t-test. The finding reveals the quality of pre-school environment was low. The children's socio-emotional developmental skill was on the average. The result indicated significant influence of pre-school education environment (F 0,248) = 93.926, P < 0.05) on children socio-emotional developmental skill showing that there was a significant difference in children socio-emotional developmental skill on the basis of school type (t = 8.373; df= 248; P < 0.05). The study concludes that preschool environment was critical to children socio-emotional developmental skill. The study recommends that government and school proprietors should ensure pre-school environment is equips with all the necessary learning materials.Item Influence of Preschool Teachers’ Characteristics on Children’s Socio-Emotional Developmental Skill in Dutsin-Ma, Katsina State, Nigeria(International Journal of Emergent Issues of Social Science, Arts, and Humanities, Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia, 2023) ADEDIGBA, Olabisi; ABUBAKAR, AbdullahiIn the provision of quality preschool education, teachers occupy a serious and elusive place. They are the strength of the entire educational arrangement as rightly stated in the National Policy on Education that no education can rise above the quality of its teachers (Federal Republic of Nigeria, 2013). Therefore, the study investigated the influence of the teachers’ characteristics on children’s socio-emotional developmental skills in the Dutsin-Ma Local Government Area. The study employed a descriptive research design of the observation type. The sample size comprised 25 preschool centres from both private and public schools, 50 teachers and 250 preschool children who were selected through a simple random sampling technique. The Children’s Socio-Emotional Developmental Skill Rating Scale (CSEDSRS) with a reliability index of 0.77 was used for data collection. Hypotheses were tested using Analysis of Variance. The result indicated a significant influence of teachers’ area of specialization, working experience, and qualification on the socio-emotional developmental skills of children. The study concluded that teachers are critical to supporting children’s socio-emotional developmental skills in preschool education centres. It was recommended that teachers with a specialization in Early Childhood Education (ECE), high qualifications and good years of working experience be employed to work in ECE centres. This would help to improve the children’s socio-emotional skills in preschool education centresItem Influence of Teachers’ Classroom Management Style on Pupils’ Motivation for Learning and Academic Achievement in Kwara State(International Journal of Educational Methodology, 2020) ADEDIGBA, Olabisi; SULAIMAN, Folasade R.This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F(1,248) = 121.155, p < 0.05) and their academic achievement (F(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.